Estonia vs Finland: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Estonia
- Finland
How they compare
Finland currently reports 9.9% against 8.4% in Estonia, a difference of 1.5%.
That makes Finland's figure about 1.2 times Estonia's.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Estonia ahead.
Estonia ranks 51st and Finland ranks 48th of 53 countries.
Across the 2 decades both report, Estonia averaged higher in 1 and Finland in 1.
Head to head by decade
| Decade | Estonia | Finland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 9.7% | 5.4% | 4.3% | Estonia |
| 2010s | 8.4% | 8.7% | 0.3% | Finland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: female 15-year-olds by mathematics proficiency level (%). level, Estonia or Finland?
- Finland, at 9.9% against 8.4% in Estonia as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Estonia and Finland?
- 1.5%, with Finland ahead.
- How many years of comparable data are there for Estonia and Finland?
- 5 years are reported by both, from 2006 to 2018.
- How do Estonia and Finland rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Estonia ranks 51st and Finland ranks 48th of 53 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Female 15-year-olds by mathematics proficiency level (%). Level 1. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Percentage of 15-year-old female students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/